Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Dangerous Work: The Gendered Nature of Bullying in the Context of Higher Education

Dangerous Work: The Gendered Nature of Bullying in the Context of Higher Education This article discusses results from a research project which set out to investigate gender differences in the nature and experience of bullying within the higher education sector. Gender differences emerged in the form and perception of bullying as well as in target responses. Results also indicate that, irrespective of gender, bullies can capture and subvert organizational structures and procedures (such as official hierarchies, mentoring systems and probationary reviews) to further their abuse of the target and to conceal their aggressive intent. These outcomes are discussed in relation to gendered assumptions behind management practices and in relation to the masculinist ethic that underpins many higher education management initiatives. Overall, results indicate that bullying cannot be divorced from gender and that such behaviour needs to be seen in a gendered context. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Gender, Work & Organisation Wiley

Dangerous Work: The Gendered Nature of Bullying in the Context of Higher Education

Simpson, Ruth; Cohen, Claire
Gender, Work & Organisation , Volume 11 (2) – Mar 1, 2004
Download PDF
24 pages

Loading next page...
 
/lp/wiley/dangerous-work-the-gendered-nature-of-bullying-in-the-context-of-nF4h7pZ0DA

References (45)

Publisher
Wiley
Copyright
Copyright © 2004 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0968-6673
eISSN
1468-0432
DOI
10.1111/j.1468-0432.2004.00227.x
Publisher site
See Article on Publisher Site

Abstract

This article discusses results from a research project which set out to investigate gender differences in the nature and experience of bullying within the higher education sector. Gender differences emerged in the form and perception of bullying as well as in target responses. Results also indicate that, irrespective of gender, bullies can capture and subvert organizational structures and procedures (such as official hierarchies, mentoring systems and probationary reviews) to further their abuse of the target and to conceal their aggressive intent. These outcomes are discussed in relation to gendered assumptions behind management practices and in relation to the masculinist ethic that underpins many higher education management initiatives. Overall, results indicate that bullying cannot be divorced from gender and that such behaviour needs to be seen in a gendered context.

Journal

Gender, Work & Organisation – Wiley

Published: Mar 1, 2004

There are no references for this article.